EDUCATIONAL BENEFITS OF A PAPERLESS CLASSROOM UTILIZING TABLET PCS. R. Ellis-Behnke, J. Gilliland, G.E. Schneider, D. Singer
|
|
- Imogene Cannon
- 8 years ago
- Views:
Transcription
1 EDUCATIONAL BENEFITS OF A PAPERLESS CLASSROOM UTILIZING TABLET PCS R. Ellis-Behnke, J. Gilliland, G.E. Schneider, D. Singer Massachusetts Institute of Technology, Cambridge, Massachusetts Our research assessed specific educational benefits that tablet PCs may have over laptop computers and hand written notes in university classrooms. This resulted in a number of significant and unexpected findings. The research was based on the incorporation of PowerPoint presentations converted to Windows Journal presentations on a tablet PC, wireless technology, and MIT s Stellar system (a web-based course material delivery system). These technologies can be adapted to laptops, but when used with the tablet PC several distinct advantages became apparent. The first major advantage was improved academic performance. The second was increased effectiveness in teaching and learning. METHODS Three independent studies were designed to assess the effects the tablet PC can have on educational performance. In the first study, 22 students in a 2003 introductory neuroscience class were given tablet PCs. The remaining 48 students relied on traditional note taking. In the second study, all students in a 2004 advanced neuroscience class used tablet PCs. Their performance was compared to that of 21 students who took the same class, taught by the same professor in a previous year, but who did not use tablet PCs. In this second test the assessment related to the amount of information that could be given without increasing the 1
2 amount of time that a student needed to study or decreasing the students academic performance. The performance factors in both studies were quiz grades, homework assignments, midterm and final examinations and final grades. In the third study, an evaluative summary was made of the performance of seven students who used tablet PCs in an introductory class in Mandarin Chinese. Students could write Chinese characters directly on their tablet PCs and receive immediate feedback. Statistical measurements were made using Pearson s 2-tailed Correlation, Levene s Test for Equality of Variances, and the two-tailed t- test for equality of means. ACADEMIC PERFORMANCE Improvements In Student Performance In the first study, the use of a tablet PC resulted in significant increases in performance on the final examination and final grade, p <.003, (Figure 1). Additionally, we found a statistically significant difference on their quiz results, p <.036, (Figure 1). There were nonsignificant increases in the mean scores of tablet PC users over non-tablet PC users in their midterm examinations and homework assignments (Figure 1). However the midterm average for those students who used tablet PCs included the scores of 9 (43%) who had received their tablets only a week or two prior to the examination. Figure 1 Non Tablet PC Users Tablet PC Users Percent Correct Home Work Quizes Midterm Exam Final Exam Final Grade Difference in Mean Performance Scores of Tablet PC Users and Non Tablet 2 PC Users
3 Decreases in the Number of Students Who Perform Poorly In this same study, a more detailed analysis was undertaken with regard to the distribution of scores across all of the academic measures described above. Students who performed in the bottom 15% of their class on all measures were essentially only those who did not have the use of the tablet PC (Figure 2). Figure 2 Non Tablet PC Users Tablet PC Users Number of Students Home Work Quizes Midterm Exam Final Exam Final Grade Number of Students Scoring in the Lowest 15% on Performance Measures This dramatic result suggests that the tablet PC, together with the other teaching methodologies used, enabled struggling students or students who had different learning styles, to adjust to course requirements because of the versatility of the tablet PC. This is the first time that this type of analysis with regard to tablet PCs has been done, and the results are encouraging and thought provoking. Increases in the Amount of Information Delivered In our second study we compared two identical classes offered in 1998 and 2004 by Professor Gerald Schneider (Brain Development and Neuroanatomy). In 1998 students and faculty had 3
4 no use of tablet PCs, PowerPoint presentations, Windows Journal or Stellar whereas in 2004 they did. In 2004 the pages of required reading given to students increased 43% and study questions increased 45%. The number of slides presented in the class increased 347% (Figure 3). Student performance, as assessed by final grades, quiz and examination scores, did not decrease even though the amount of material increased significantly. Surveys given to students at the end of the semester indicated that students did not need to spend more time studying, nor did they rate the level of difficulty of the class any greater Figure 3 Class 1998 Class 2004 Number Assigned Readings Study Questions Class Slides Required Classwork Material for Each Semester INCREASED EFFECTIVENESS IN TEACHING AND LEARNING Ease of Organization and Editing of Class Material and Notes by Students Students repeatedly described the ability to organize their course materials as one of the greatest advantages to using tablet PCs. The most distinctive aspect was that hand written notes could be organized and integrated with other class material. When implemented with 4
5 Stellar or any comparable web-based course delivery system, the tablet PC enabled students to download a professor s class notes, slides, including pictures, graphs, tables, and reference materials. All of this material was coordinated with the student s notes and organized in any manner through such techniques as copy and paste, captioning, auto formatting, keywording, and document merging. In response to end-of-semester survey questions given to students in our first study, tablet PC users reported that they were able to organize their time more efficiently than non-tablet PC users (p<.001), their course materials at an even greater level of significance (p<.00015), and their notes at the highest level of significance (p<.0001) (Figure 4). Figure 4 Non Tablet PC users Tablet PC Users Student Rating Score Org of Time Org of Notes Org of Course Materials Students' Perception of How Well They Were Able to Organize Their Time, Class Notes and Course Materials It is meaningful to think of how the tablet PC might help those students who struggle with organizing their course material or are likely to decrease their efforts to maintain a high level of organization because of time constraints or the stress of school. In addition, we can think of 5
6 how the tablet PC could benefit students who might have greater difficulty learning due to learning disabilities including ADD. Provision of Illustrations in Color Digitally through the Wireless Network A second advantage of the tablet PC was the ability of students to have class materials in color, and take notes in color. Virtually all students who used tablet PCs used colors to make their notes more legible or to encode information pertinent to a given slide. Most students used multiple colors to draw their own diagrams and graphs. Students who used tablet PCs reported that their ability to understand course material improved with handouts downloaded in color. When compared to students who used the standard printed handouts that were not in color, the difference was significant (p <.002). An overwhelming number of students mentioned the addition of color as being the primary change in note taking style as a result of the tablet PC. Students used color to highlight relevant information and to draw directly on diagrams and slides. What is clear in evaluating the students notes was that color was used as a valuable note-taking resource. Ability to Provide Immediate Feedback to Students on Their Performance Electronic tests and quizzes are an efficient way to assess learning and can provide students with immediate feedback as to their performance. It is well known in learning theory that immediate feedback is a great advantage in increasing learning efficiency. 1 In a dramatic demonstration of the effectiveness of feedback, we incorporated the tablet PC in one Mandarin Chinese class under Professor Julian Wheatley, which includes learning to write Chinese characters by hand. The students downloaded and completed homework by writing on their tablet PC screens. Students ed their homework to their professor who corrected them on his tablet PC and sent the corrected version back. Software also enabled students to 6
7 test themselves on writing Chinese characters. Students could write characters directly on their monitors, test their progress, and get immediate feedback. On a scale of 1-10 with 1 being extremely useless and 10 being extremely useful, students who took Mandarin Chinese in Spring 2004 were unanimous in scoring the tablet PC a 10. According to the students, the tablet PC enabled them to learn Mandarin Chinese with much greater ease and in less time. In a similar way, the tablet PC could be used and adapted for all course material that requires at least some expression of knowledge in nonlinguistic or spatial formats such as in architecture, engineering, molecular biology, anatomy and mathematics. Adaptability of Tablet PCs to Individual Learning Styles Tablet PCs seemed to increase the effectiveness of learning because it was adaptable to the individual learning styles of students. 2, 3, 4, 5 During the second study, daily observations were made of the students note taking, and students were interviewed and surveyed by an expert in educational assessment, revealing many different learning styles. All students in Neuroscience and Behavior, 2003 were provided with a CD to record their class notes, which were examined by the investigators. The stylus was the predominant means of note taking on the tablet PCs. Few students relied primarily on the keyboard. The majority augmented their stylus-based notes with typing. Several students took very few class notes but listened to the recorded course material after class in conjunction with the professor s slides. Other students, rather than taking notes on paper, wrote most of their notes in color on the downloaded class slides. Most apparent was that the tablet PC was adaptable to the student s learning strategies, styles, and preferences regardless of what those might have been. This characteristic of the tablet PC has been largely unrecognized. Although this versatility may also reflect the use 7
8 of other forms of technology, the tablet PC gave students distinct advantages, including the ability to integrate hand-written notes and course materials, use color, and increase the ease with which their course material could be organized. OTHER NOTABLE OBSERVATIONS Briefly, we discovered three additional factors that had a dramatic effect on students use and performance with the tablet PC. First, the size and weight of the tablet PC met a critical threshold for portability that resulted in students carrying and using them at least ten times as often as a laptop PC. Second, students had a great feeling of comfort and security because all of their class material and notes could be backed up on one CD and were useable whenever there was a desktop, laptop or tablet PC available. Third, students saw the opportunity to use their tablet PCs for recording data, figures and sketches in their field work exactly like a clipboard. This data could then be easily integrated into their class work and readings. CONCLUSION Some of the most compelling findings of our research over the last two years indicate that the tablet PC has a highly significant direct benefit on student academic performance. This was especially noteworthy for students who might otherwise perform poorly. Related to this has been our finding that the tablet PC, together with PowerPoint lecture presentations, has enabled more information to be conveyed to students without increasing the amount of time that needs to be spent studying or increasing student stress. A second major finding was that the tablet PC increased effectiveness in teaching and learning. This was primarily due to the ease of organization of class material and notes of 8
9 students, the provision of wireless color illustrations, the ability to provide immediate feedback to students, the adaptability of tablet PC s to individual learning styles, and the ability of both students and instructors to edit their material easily. 1 V. Shute. Handbook on Research on Educational Communications and Technology. Research and Development Division, Educational Testing Service. Princeton, New Jersey, S. J. Sims, Editor. The Importance of Learning Styles: Understanding the Implications for Learning, Course Design, and Education. Greenwood Press, Westport, CT, R. Dunn, Editor. Practical Approaches to Using Learning Styles in Higher Education. Westport, CT: Bergin & Garvey, R. M. Felder. Reaching the Second Tier: Learning and Teaching Styles in College Science Education. J. College Science Teaching 23(5) (1993): pp R. Cartnal and D. Diaz. Learning Styles in Two Classes: On Line Distance Learning and Equivalent On- Campus Learning. College Teaching Volume 47, Issue 4 (1999).. 9
10 ) 10
Assessing the effectiveness of Tablet PC-based instruction
Assessing the effectiveness of Tablet PC-based instruction Cherian P. Mathews, Rahim Khoie Department of Electrical and Computer Engineering University of the Pacific, Stockton, CA Abstract Engineering
More informationAssessing the Impact of a Tablet-PC-based Classroom Interaction System
STo appear in Proceedings of Workshop on the Impact of Pen-Based Technology on Education (WIPTE) 2008. Assessing the Impact of a Tablet-PC-based Classroom Interaction System Kimberle Koile David Singer
More informationProgressive Teaching of Mathematics with Tablet Technology
Progressive Teaching of Mathematics with Tablet Technology 1 Progressive Teaching of Mathematics with Tablet Technology Birgit Loch University of Southern Queensland, Australia lochb@usq.edu.au Diane Donovan
More informationTablet PCs and Web-based Interaction in the Mathematics Classroom Abstract Introduction Project Design
s and Web-based Interaction in the Mathematics Classroom Dr. M. Reba Department of Mathematical Sciences, Clemson University, Clemson, SC 29634 USA mreba@clemson.edu Abstract Bringing s and a projector,
More informationRedesigned College Algebra. Southeast Missouri State University Ann Schnurbusch
Redesigned College Algebra Southeast Missouri State University Ann Schnurbusch Why redesign the course? Developmental courses previously redesigned College Algebra already in transition High failure rate
More informationEvaluation of Tablet PCs for engineering content development and instruction
Session 1620 Evaluation of Tablet PCs for engineering content development and instruction Jeff Frolik and J. Brooks Zurn University of Vermont Introduction Over the past decade, there has been a great
More informationTeaching Computer Programming Courses (Using the Internet) in a Computer Laboratory Environment
Session 1033 Teaching Computer Programming Courses (Using the Internet) in a Computer Laboratory Environment Asad Azemi Department of Engineering Penn State University Delaware County Campus Media, PA
More informationUSING WIKIS, PODCASTS, AND VIDEO FILES TO ENHANCE THE LEARNING EXPERIENCE
USING WIKIS, PODCASTS, AND VIDEO FILES TO ENHANCE THE LEARNING EXPERIENCE Steven Tello, University of Massachusetts Lowell, 978-934-4020, Steven_Tello@uml.edu David Lewis, University of Massachusetts Lowell,
More informationUsing ipads in Undergraduate Mathematics
Using ipads in Undergraduate Mathematics Eric J. Thornburg This paper was completed and submitted in partial fulfillment of the Master Teacher Program, a 2-year faculty professional development program
More informationDevelopment of a Tablet-PC-based System to Increase Instructor-Student Classroom Interactions and Student Learning
Development of a Tablet-PC-based System to Increase Instructor-Student Classroom Interactions and Student Learning Kimberle Koile David Singer MIT CS and AI Lab MIT Dept of Brain and Cognitive Science
More informationTitle: Transforming a traditional lecture-based course to online and hybrid models of learning
Title: Transforming a traditional lecture-based course to online and hybrid models of learning Author: Susan Marshall, Lecturer, Psychology Department, Dole Human Development Center, University of Kansas.
More informationThe Inverted Classroom in a First-Year Engineering Course
Paper ID #7230 The Inverted Classroom in a First-Year Engineering Course Mrs. Brooke Morin, Ohio State University Brooke Morin is a Lecturer in the College of Engineering at Ohio State University, teaching
More informationWhat makes the difference, the active learning activities or the technology in the classroom?
What makes the difference, the active learning activities or the technology in the classroom? Yolanda Martínez-Treviño Computer Science Department, ITESM, Campus Monterrey Av. Eugenio Garza Sada 2501 Col.
More informationGetting Started with WebCT
Getting Started with WebCT Tanya Goette Assistant Professor ISC Dept CBX 12 Georgia College & State University Milledgeville, GA 31061 tgoette@mail.gcsu.edu 478-445-5721 fax: 478-445-5249 Abstract This
More informationA Comparison of Student Learning in an Introductory Logic Circuits Course: Traditional Face-to-Face vs. Fully Online
A Comparison of Student Learning in an Introductory Logic Circuits Course: Traditional Face-to-Face vs. Fully Online Dr. Brock J. LaMeres Assistant Professor Electrical & Computer Engineering Dept Montana
More informationIntroduction: How does a student get started? How much time does this course require per week?
College Algebra Online (MATH 1111WEB) Spring 2016 Instructor: Mrs. Deltrye Eagle Holt Email: dholt@gru.edu Office: Allgood Hall N32 Phone: 706-667-4484 Skype: Prof.Holt1 Face-to-Face Office Hours Monday,
More informationThursday 11:00 a.m. - 12:00 p.m. and by appointment
Instructor Information Instructor: CIS 4: Introduction to Computers, Business Applications Gina Jerry Phone: 310-434-4686 E-mail: Website: Course Website: Office: Office Hours: Course Description jerry_gina@smc.edu
More informationDavid Singer, EdD Massachusetts Institute of Technology singerd@mit.edu
EDUCATIONAL TECHNOLOGY: THE NEED FOR BETTER ASSESSMENT STRATEGIES AND FOR CONSIDERATION OF STUDENT LEARNING STYLES, TEACHING STYLES, SPECIFIC TYPES OF PERFORMANCE SCORES, AND STYLES REFLECTED IN THE INDIVIDUAL
More informationUsing A Learning Management System to Facilitate Program Accreditation
Using A Learning Management System to Facilitate Program Accreditation Harry N. Keeling, Ph.D. Howard University Department of Systems and Computer Science College of Engineering, Architecture and Computer
More informationOvercoming the Quantitative Divide: Penn State's Approaches to Online Mathematics
Overcoming the Quantitative Divide: Penn State's Approaches to Online Mathematics Andrea Gregg Senior Instructional Designer James Mundie Manager Educational Technology Juan Xia Instructional Designer
More informationStudent Preferences for Learning College Algebra in a Web Enhanced Environment
Abstract Student Preferences for Learning College Algebra in a Web Enhanced Environment Laura Pyzdrowski West Virginia University Anthony Pyzdrowski California University of Pennsylvania It is important
More informationDistributing Course Materials Through Online Assistance
Distributing Course Materials Through Online Assistance Stephan A. Durham 1, W. Micah Hale 2, Seamus Freyne 3 1 University of Colorado at Denver and Health Sciences Center / 2 University of Arkansas /
More informationDetermining Student Performance in Online Database Courses
in Online Database Courses George Garman The Metropolitan State College of Denver ABSTRACT Using data collected from 2002 to 2011, this paper analyzes the determinants of scores earned by students in a
More informationUnit Number Unit Name Person Responsible 012120 Business Management and Supervision (MST) Wanda Markie Hunter
Unit Number Unit Name Person Responsible 012120 Business Management and Supervision (MST) Wanda Markie Hunter : 1 Operational To improve the accessibility of business courses, the Business Department will
More informationUSING AN ONLINE HOMEWORK SYSTEM IN AN INTRODUCTORY MANAGERIAL ACCOUNTING COURSE: SOME LESSONS LEARNED
USING AN ONLINE HOMEWORK SYSTEM IN AN INTRODUCTORY MANAGERIAL ACCOUNTING COURSE: SOME LESSONS LEARNED John L. Haverty Associate Professor Accounting Department, Haub School of Business St. Joseph s University
More informationComparing Student Learning in a Required Electrical Engineering Undergraduate Course: Traditional Face-to-Face vs. Online
Comparing Student Learning in a Required Electrical Engineering Undergraduate Course: Traditional Face-to-Face vs. Online Carolyn Plumb and Brock LaMeres Montana State University, Bozeman, Montana, U.S.A.,
More informationCONVERTING A TRADITIONAL LECTURE/LAB PROGRAMMING COURSE TO AN ONLINE COURSE
Session xxxx CONVERTING A TRADITIONAL LECTURE/LAB PROGRAMMING COURSE TO AN ONLINE COURSE Larry K. Goolsby Tennessee Technological University Abstract: A traditional lecture/lab format computer-programming
More informationIntroducing Universal Design into Instruction
Introducing Universal Design into Instruction Our goal at UCFV is to provide the best possible education to our learners, and a diverse group of learners it is; single parents, ESL students, and students
More informationFormative Evaluations in Online Classes. course improvements is also increasing. However, there is not general agreement on the best
The Journal of Educators Online-JEO January 2016 ISSN 1547-500X Vol 13 Number 1 1 Formative Evaluations in Online Classes Jennifer L. Peterson, Illinois State University, Normal, IL., USA Abstract Online
More informationProject-Based Cartographic Learning in an Advanced Technology Classroom. Brian P. Bailey
Project-Based Cartographic Learning in an Advanced Technology Classroom Brian P. Bailey Department of Geography and Environmental Engineering United States Military Academy West Point, NY 10996 Tel: 845-938-4620
More informationUniversal Design for Learning Overview
Universal Design for Learning Overview What is Universal Design for Learning (UDL)? The term universal design for learning means a scientifically valid framework for guiding educational practice that:
More informationMKTG 330 FLORENCE: MARKET RESEARCH Syllabus Spring 2011 (Tentative)
INSTRUCTOR: Ta Tao Chuang, Ph.D. OFFICE and OFFICE HOURS: tba and by appointment EMAIL: chuang@jepson.gonzaga.edu BLACKBOARD: http://learn.gonzaga.edu DAYS, TIMES & ROOM: M, W 5:15 6:45 pm (15 weeks) IMPORTANT
More informationCASPER COLLEGE COURSE SYLLABUS
CASPER COLLEGE COURSE SYLLABUS COURSE NUMBER & TITLE: MATH 1400-N1 Pre-Calculus Algebra SEMESTER: Fall 2015 LECTURE HOURS: 0 CREDIT HOURS: 4 CLASS TIME: Internet Course DAYS: MTWTHF ROOM: ----- INSTRUCTOR
More informationJoseph Cavanaugh Wright State University - LC. Abstract
Practical strategies for reducing the time spent teaching economics online Joseph Cavanaugh Wright State University - LC Abstract Although the online teaching format continues to grow in popularity, faculty
More informationTemplate for the Design and Development of Online Courses
Template for Design and Development of Online Courses Andrea Henne, EdD Dean, Online and Distributed Learning ahenne@sdccd.edu When faced with challenge of teaching online, faculty members often struggle
More informationUNIVERSITY OF MARYLAND MONEY AND BANKING Economics 330 Fall 2015
UNIVERSITY OF MARYLAND MONEY AND BANKING Economics 330 Fall 2015 Professor: Martina Copelman Office: TDY 3127 F at College Park Phone:(301) 405-3548 Lecture: Fridays 9:40-12:20 pm Email: copelman@econ.umd.edu
More informationDelta Journal of Education ISSN 2160-9179
Mounce Volume 3, Issue 2, November, 2013 102 Delta Journal of Education ISSN 2160-9179 Published by Delta State University Teaching Information Literacy Online: One Librarian s Experience Michael Mounce
More informationLearning and Memory Adult Development. Lifespan Development Applied Psychology. Multi-Cultural Psychology Child Development
GENERAL PSYCHOLOGY 201 FALL 2010 Instructor: Eric Kim MWF: 9:00-9:50 / DTC 302 Office Hours: TuTh 12:00-12:50 (main campus) TuTh 1:00-2:20 / CEN 402 MWF 10:00-10:50 (Downtown Center) TuTh 3:00-4:20 / DTC
More informationTeaching and Encouraging Meaningful Reading of Mathematics Texts
Teaching and Encouraging Meaningful Reading of Mathematics Texts Jane Friedman, Perla Myers and Jeff Wright Department of Mathematics and Computer Science University of San Diego 5998 Alcala Park, San
More informationMore accessible, streamlined access to digital learning content that fits the way instructors and students want to work
More accessible, streamlined access to digital learning content that fits the way instructors and students want to work A look at the WileyPLUS/Blackboard integrated experience across a number of disciplines
More informationCSC 314: Operating Systems Spring 2005
CSC 314: Operating Systems Spring 2005 Instructor: Lori Carter lcarter@ptloma.edu (619) 849-2352 Office hours: MWF TTh 11:00 a.m. 12:00 p.m. 1:15 2:15 p.m 10:00-11:30 a.m. Texts: Silbershatz et.al, Operating
More informationOffice Hours: T,H 9:30-11:00 am, T,H 4:00-5:00pm, W 10:00-11:00am, 5:30-6:30pm
BIOL 23-01 Human Anatomy & Physiology 1 Anoka-Ramsey Community College Coon Rapids Campus Lecture Syllabus Spring 2012 Instructor: Dr. Marc J. Robichaud Office : S101 Phone: (73) 433-1747 E-mail: marc.robichaud@anokaramsey.edu
More informationTablet PC Video based Hybrid Coursework in Computer Science: Report from a Pilot Project
Tablet PC Video based Hybrid Coursework in Computer Science: Report from a Pilot Project Jaspal Subhlok Olin Johnson Venkat Subramaniam Ricardo Vilalta Chang Yun Department of Computer Science, University
More informationGovernors State University College of Business and Public Administration. Course: STAT 361-03 Statistics for Management I (Online Course)
Governors State University College of Business and Public Administration Course: STAT 361-03 Statistics for Management I (Online Course) Instructor: Kevin M. Riordan, M.A. Session: Fall Semester 2011 Prerequisite:
More informationNew York University Stern School of Business Undergraduate College
New York University Stern School of Business Undergraduate College Principles of Financial Accounting (ACCT- UB.0001.07) Spring 2013 TR 11:00 a.m.- 12:15 p.m., T- LC25 INSTRUCTOR DETAILS MENG, XIAOJING
More informationExperiences with Tutored Video Instruction for Introductory Programming Courses
Experiences with Tutored Video Instruction for Introductory Programming Courses Richard Anderson and Martin Dickey and Hal Perkins Department of Computer Science and Engineering, University of Washington
More informationSession 2164. A Distance Learning Subject in Polymer Engineering
Session 2164 A Distance Learning Subject in Polymer Engineering David Roylance Department of Materials Science and Engineering Massachusetts Institute of Technology Cambridge, Massachusetts 02139 Abstract
More informationA STUDY OF STUDENT PERFORMANCE IN AN ONLINE INTRODUCTORY FINANCIAL ACCOUNTING COURSE COMPARED TO A TRADITIONAL CLASSROOM SETTING
A STUDY OF STUDENT PERFORMANCE IN AN ONLINE INTRODUCTORY FINANCIAL ACCOUNTING COURSE COMPARED TO A TRADITIONAL CLASSROOM SETTING Mike Simon, MBA, CPA Louisiana State University in Shreveport A STUDY OF
More informationApplication Details Manage Application: Textbook Transformation Grant
Application Details Manage Application: Textbook Transformation Grant Award Cycle: Round 3 Internal Submission Deadline: Sunday, May 31, 2015 Application Title: 140 Submitter First Name: Submitter Last
More informationA SUCCESSFUL STAND ALONE BRIDGE COURSE
A SUCCESSFUL STAND ALONE BRIDGE COURSE Joann Segovia* Professor Minnesota State University Moorhead 1104 7th Avenue South Moorhead, MN 56563 Phone: (218) 477-4067 E-Mail: segovia@mnstate.edu James Hansen
More informationAdvanced Online Media Production
Advanced Online Media Production MMC 4341 Spring 2015 Section 099F Monday periods 8, 9, 10 (3 6 p.m.), 3024 Weimer Hall Plus individual meetings, by appointment, required weekly Instructor: Mindy McAdams,
More informationASSESSMENT OF A HYBRID, ONLINE/IN-CLASS COURSE DEVELOPED AT MULTIPLE UNIVERSITIES
ASSESSMENT OF A HYBRID, ONLINE/IN-CLASS COURSE DEVELOPED AT MULTIPLE UNIVERSITIES C. Haden 1, P. Flikkema 2, T. Weller 3, J. Frolik 4, W. Verrei-Berenback 4 and W. Shiroma 5 1 Magnolia Consulting, Charlottesville,
More informationRamon Gomez Florida International University 813 NW 133 rd Court Miami, FL 33182 gomezra@fiu.edu
TEACHING BUSINESS STATISTICS COURSES USING AN INTERACTIVE APPROACH BASED ON TECHNOLOGY RESOURCES Ramon Gomez Florida International University 813 NW 133 rd Court Miami, FL 33182 gomezra@fiu.edu 1. Introduction
More informationIncreasing Student Success Using Online Quizzing in Introductory (Majors) Biology
CBE Life Sciences Education Vol. 12, 509 514, Fall 2013 Article Increasing Student Success Using Online Quizzing in Introductory (Majors) Biology Rebecca Orr and Shellene Foster Department of Mathematics
More informationAC 2009-2363: DEVELOPING AND DELIVERING AN ONLINE COURSE IN CONSTRUCTION ESTIMATING
AC 2009-2363: DEVELOPING AND DELIVERING AN ONLINE COURSE IN CONSTRUCTION ESTIMATING Zhili (Jerry) Gao, North Dakota State University Dr. Gao is an Assistant Professor of Construction Management & Engineering
More informationPreferred Learning Styles for Respiratory Care Students at Texas State University San Marcos
A Peer Reviewed Publication of the College of Allied Health & Nursing at Nova Southeastern University Dedicated to allied health professional practice and education http://ijahsp.nova.edu Vol. 3 No. 4
More informationWhen I first tried written assignments in my large-enrollment classes,
Calibrated Peer Review Essays Increase Student Confidence in Assessing Their Own Writing By Lauren Likkel The online writing software Calibrated Peer Review (CPR) is a useful tool for assigning writing
More informationInsights from Today s Student
Insights from Today s Student The Not-So-Powerful PowerPoint : Students Weigh the Best Classes against the Worst ENGAGED WITH YOU cengage.com White Paper: The Not-So-Powerful PowerPoint : Students Weigh
More informationStatistical Methods Online Course Syllabus
VALENCIA COLLEGE EAST CAMPUS STA 2023 STATISTICAL METHODS (ONLINE COURSE) SYLLABUS Term/Year: Fall 2011 CRN: 11563/11615/13231/11839 Professor: Dr. Agatha Shaw E-mail: Blackboard Course E-Mail or ashaw17@mail.valenciaccollege.edu
More informationWHERE ARE WE NOW?: A REPORT ON THE EFFECTIVENESS OF USING AN ONLINE LEARNING SYSTEM TO ENHANCE A DEVELOPMENTAL MATHEMATICS COURSE.
WHERE ARE WE NOW?: A REPORT ON THE EFFECTIVENESS OF USING AN ONLINE LEARNING SYSTEM TO ENHANCE A DEVELOPMENTAL MATHEMATICS COURSE Alvina Atkinson Georgia Gwinnett College 1000 University Center Lane Lawrenceville,
More informationA. COURSE DESCRIPTION
PROVIDENCE COLLEGE 473.24 Introductory Managerial Accounting 3 credit hours Professor: Office: Website: Classes: Office hours: Jeremy Funk, MBA, PhD Candidate jeremy.funk@prov.ca 2H22 Providence Student
More informationOutcomes of Preservice Teacher s Technology Use
Outcomes of Preservice Teacher s Technology Use William F. Morrison, Assistant Professor, Bowling Green State University Tara L. Jeffs, Assistant Professor, East Carolina University Abstract: At a time
More informationTeaching AutoCAD in the Virtual Classroom
Teaching AutoCAD in the Virtual Classroom Heather N. Yates, AC Oklahoma State University Stillwater, Oklahoma University class sizes are often limited by available university space. This became a major
More informationACTS an ABET Compliance Tracking System for Assessing Engineering Outcomes
ACTS an ABET Compliance Tracking System for Assessing Engineering Outcomes Abstract There is nearly universal agreement among engineering educators that the ABET2000 rules, although very well intentioned,
More informationInformation Technology in teaching student s perspective
Educational mini-project Wojciech Krajewski Sonchita Bagchi Information Technology in teaching student s perspective Introduction The nature of teaching has virtually been unaltered throughout centuries,
More informationUsing Online Video Lectures to Enhance Engineering Courses
4 Using Online Video Lectures to Enhance Engineering Courses Yacob Astatke, Farzad Moazzami, Craig Scott, Ladeji-Osias yacob.astatke@morgan.edu, kladeji@eng.morgan.edu Morgan State University, Baltimore,Maryland
More informationA Hybrid Accounting Principles Course: The Best of Both Worlds
A Hybrid Accounting Principles Course: The Best of Both Worlds Paul J. Jep Robertson, DBA Associate Professor of Accounting Renae K. Clark, MBA Assistant Professor of Business Michael P. Watters, DBA Professor
More informationCHEMISTRY 109. Lecture 2, Fall 2002. Read This Syllabus Today Keep It for Future Reference
CHEMISTRY 109 Lecture 2, Fall 2002 Read This Syllabus Today Keep It for Future Reference General Chemistry 109: Lectures: Lecturer: Office Hours: Quizzes (via WebCT) 5 credit hours 2:25 PM MWF 1351 Chemistry
More informationProcrastination in Online Courses: Performance and Attitudinal Differences
Procrastination in Online Courses: Performance and Attitudinal Differences Greg C Elvers Donald J. Polzella Ken Graetz University of Dayton This study investigated the relation between dilatory behaviors
More informationCOURSE DESCRIPTION AND PREREQUISITES
ACCT 204 Managerial Accounting The College of Charleston Spring 2014 Classes: Section: 07 Tues./Thurs. 9:25am-10:40am Tate 315 06 - Tues./Thurs 10:50 am 12:05pm Tate 315 Instructor: Gerry H. Grant, Ph.D.,
More informationSpringfield Technical Community College School of Mathematics, Sciences & Engineering Transfer
Springfield Technical Community College School of Mathematics, Sciences & Engineering Transfer Department: Mathematics Course Title: Algebra 2 Course Number: MAT-097 Semester: Fall 2015 Credits: 3 Non-Graduation
More information02-201: Programming for Scientists
1. Course Information 1.1 Course description 02-201: Programming for Scientists Carl Kingsford Fall 2015 Provides a practical introduction to programming for students with little or no prior programming
More informationUsing a tablet PC and audio podcasts in the teaching of undergraduate mathematics modules
Using a tablet PC and audio podcasts in the teaching of undergraduate mathematics modules Dr Joel Feinstein, University of Nottingham, UK Adapted from a case study in Giving a Lecture, Exley and Dennick
More informationDESIGNING ONLINE COURSES TO PROMOTE STUDENT RETENTION
J. EDUCATIONAL TECHNOLOGY SYSTEMS, Vol. 36(1) 105-112, 2007-2008 DESIGNING ONLINE COURSES TO PROMOTE STUDENT RETENTION BETH DIETZ-UHLER AMY FISHER ANDREA HAN Miami University, Middletown, Ohio ABSTRACT
More informationEducational Benefits of Online Learning
Educational Benefits of Online Learning According to CCA consulting, nearly 50% of higher education institutions currently engage in some type of online learning. Academic and professional organizations
More informationWELCOME TO EASTERN IOWA COMMUNITY COLLEGE
WELCOME TO EASTERN IOWA COMMUNITY COLLEGE COLLEGE COURSE WORK IS THAT DIFFERENT THAN HIGH SCHOOL COURSE WORK? Your expectations are the same as other college students Your course syllabus will let you
More informationCREATING A COURSE? Courses at SNHP
CREATING A COURSE? Courses at SNHP At The Lewis School, courses may meet on- campus, online only or hybrid combination of online and on- campus. Synchronous classes require students and instructors meet
More informationCREATING ON-LINE MATERIALS FOR COMPUTER ENGINEERING COURSES
1 CREATING ON-LINE MATERIALS FOR COMPUTER ENGINEERING COURSES Abstract Suxia Cui 1, and Yonghui Wang 2 1 Electrical and Computer Engineering Department 2 Engieering Technology Department Prairie View A&M
More informationFormative Assessment: Evaluating the Effectiveness of Online Quizzes in a Core Business Finance Course
Formative Assessment: Evaluating the Effectiveness of Online Quizzes in a Core Business Finance Course Hamish D. Anderson Department of Economics and Finance College of Business Massey University Palmerston
More informationCRIMINAL JUSTICE PROGRAM OUTCOMES FALL 2011 TO SPRING 2012
CRIMINAL JUSTICE PROGRAM OUTCOMES FALL 2011 TO SPRING 2012 Outcome #1: Upon completion of curriculum requirements for Criminal Justice majors, student will be able to explain the philosophy and historical
More information2013 Political Science Department PAPR
2013 Political Science Department PAPR The Political Science Department offers a variety of courses designed to prepare students for transfer to four-year colleges and universities and provide training
More informationComparison of Student Performance in an Online with traditional Based Entry Level Engineering Course
Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Ismail I. Orabi, Ph.D. Professor of Mechanical Engineering School of Engineering and Applied Sciences
More informationMath 35 Section 43376 Spring 2014. Class meetings: 6 Saturdays 9:00AM-11:30AM (on the following dates: 2/22, 3/8, 3/29, 5/3, 5/24, 6/7)
Math 35 Section 43376 Spring 2014 Class meetings: 6 Saturdays 9:00AM-11:30AM (on the following dates: 2/22, 3/8, 3/29, 5/3, 5/24, 6/7) Instructor: Kathy Nabours Office: MTSC 133 Email: kathy.nabours@rcc.edu
More informationTEACHING WITH TABLET PC'S Kenrick Mock University of Alaska Anchorage Anchorage, AK 99508 kenrick@acm.org
TEACHING WITH TABLET PC'S Kenrick Mock University of Alaska Anchorage Anchorage, AK 99508 kenrick@acm.org ABSTRACT Tablet PC's are traditional notebook computers with the ability to process digital ink
More information1314 Online College Algebra Course Description
1314 Online College Algebra Course Description Burrus 1 This is not a self-paced course. Over the course of the semester, you will study linear, quadratic, polynomial, rational, radical, absolute value,
More information3818 - Introduction to Statistics (Online) Syllabus/Course Information
3818 - Introduction to Statistics (Online) Syllabus/Course Information Course Description Econ 3818 is a first course in probability and statistical methods, with an introduction to econometrics. This
More informationREDESIGNING STUDENT LEARNING ENVIRONMENTS
REDESIGNING STUDENT LEARNING ENVIRONMENTS TODAY S DISCUSSION Overview of the Methodology and Findings of the Successful Redesign Projects Proven Models for Successful Redesign Established in 1999 as a
More informationEDD- 7914 Curriculum Teaching and Technology by Joyce Matthews Marcus Matthews France Alcena
EDD- 7914 Curriculum Teaching and Technology by Joyce Matthews Marcus Matthews France Alcena Assignment 1: Online Technology for Student Engagement: Kahoot Instructor: Dr. Shirley Walrod Nova Southeastern
More informationABET Criterion 3: Outcomes Met By Course Content
ABET Criterion 3: Outcomes Met By Course Content This brief content assessment should be consistent with the updated Course Syllabet Course #: BEE 200: Title: The BEE experience (1 credit) Semester/Year:
More informationDePaul University February, 2013 - Bahrain Accounting 500 Financial Accounting
1 DePaul University February, 2013 - Bahrain Accounting 500 Financial Accounting Dr. Kevin Stevens, CPA, Director of the School of Accountancy and MIS E-mail: kstevens@depaul.edu Course Materials Financial
More informationHomework 11. Part 1. Name: Score: / null
Name: Score: / Homework 11 Part 1 null 1 For which of the following correlations would the data points be clustered most closely around a straight line? A. r = 0.50 B. r = -0.80 C. r = 0.10 D. There is
More informationUsing online assessments to enhance student engagement with biological psychology
Using online assessments to enhance student engagement with biological psychology Dr Lucy Annett, Dr Sue Anthony & Dr Stefanie Schmeer School of Psychology, University of Hertfordshire, College Lane, Hatfield,
More informationQuality Measurement and Good Practices in Web-Based Distance Learning:
Volume 20, Number 4 - September 2004 through December 2004 Quality Measurement and Good Practices in Web-Based Distance Learning: A Case Study of the Industrial Management Program at Central Missouri State
More informationERP / LOGISTICS TRAINING USING COMPUTER BASED TRAINING TOOLS: A VIRTUALIZATION MODEL FOR SAP
ERP / LOGISTICS TRAINING USING COMPUTER BASED TRAINING TOOLS: A VIRTUALIZATION MODEL FOR SAP Sam Khoury College of Business Athens State University Sam.Khoury@athens.edu Kouroush Jenab Education Chair,
More informationAN OVERVIEW OF COURSE REDESIGN. by Carol A. Twigg
AN OVERVIEW OF COURSE REDESIGN by Carol A. Twigg In partnership with more than 200 colleges and universities, the National Center for Academic Transformation (NCAT) has proven that it is possible to improve
More informationA SURVEY TO ASSESS THE IMPACT OF TABLET PC-BASED ACTIVE LEARNING: PRELIMINARY REPORT AND LESSONS LEARNED
A SURVEY TO ASSESS THE IMPACT OF TABLET PC-BASED ACTIVE LEARNING: PRELIMINARY REPORT AND LESSONS LEARNED Edward Price Department of Physics California State University San Marcos San Marcos, CA, USA eprice@csusm.edu
More informationQ1 How do you prefer to access your online classes? Check all that apply. 18% 53% 17% 12% 0 90 2.2
Summer Session III 2014 Distance Learning Aggregate Survey Results In order to strengthen UWG s distance and distributed learning programs, separate evaluations have been developed for distance courses.
More informationA Comparison of Student Learning Outcomes in Traditional and Online Personal Finance Courses
A Comparison of Student Learning Outcomes in Traditional and Online Personal Finance Courses Eddie J. Ary Associate Professor Frank D. Hickingbotham School of Business Ouachita Baptist University Arkadelphia,
More informationSTUDENT ATTITUDES TOWARD WEB-BASED COURSE MANAGEMENT SYSTEM FEATURES
STUDENT ATTITUDES TOWARD WEB-BASED COURSE MANAGEMENT SYSTEM FEATURES Dr. Manying Qiu, Virginia State University, mqiu@vsu.edu Dr. Steve Davis, Clemson University, davis@clemson.edu Dr. Sadie Gregory, Virginia
More information